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Marina Elias
Universidad de Barcelona
Spain
Albert Sánchez-Gelabert
Universitat Autònoma de Barcelona
Spain
Vol. 1 No. 1 (2014), Articles, pages 3-14
DOI: https://doi.org/10.17979/reipe.2014.1.1.17
Submitted: Jul 16, 2014 Accepted: Jul 16, 2014 Published: Jul 1, 2014
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Abstract

This article features the results of a research whose aim is to analyse the factors taking part in university students’ learning. Within the framework of the Bologna Process and the teaching changes entailed by it, it should be checked whether the teaching/learning paradigm has really entailed an increase in students’ deep learning. This research work is based on a questionnaire filled in by 857 university students in the third year of their studies, in 10 degrees from 4 universities in Barcelona Metropolitan Area. It is analysed the connection among students’ motivations, learning conceptions and learning approaches, as well as how these approaches can be conditioned by the educational context. It is concluded that learning approaches are conditioned both by the context and the vocational orientation of studies. Therefore, students carry out deeper approaches in those subjects which follow a methodology according to the Bologna Process, though it is more beneficial for certain attitudes towards the studies than other ones.

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